MATEMATİKSEL PROBLEM ÇÖZME ETKİNLİKLERİNDE KÜÇÜK ÇOCUKLARIN ÜSTBİLİŞSEL DÜZENLEME BECERİLERİNİN İNCELENMESİ

Bu çalışmanın amacı küçük çocukların problem çözme etkinliklerindeki üstbilişsel düzenleme becerilerini incelemektir. Küçük çocukların üstbilişsel düzenleme becerilerini ortaya koymak için, çocukları doğal ortamlarında gözlemleme imkânı sunan gözlemsel metodolojiden yararlanılmıştır. Çalışmaya 43-73 aylık arasındaki 27 15 erkek ve 12 kız çocuk katılmıştır. Bulgular, matematiksel problem çözme etkinlikleri sırasında çocukların bazı üstbilişsel düzenleme becerilerine planlama, izleme, kontrol ve değerlendirme sahip olduklarını göstermiştir. Bununla birlikte, amaç ve hedeflerin belirlenmesi, hataların tespit edilmesi ve ilerlemenin gözden geçirilmesi gibi üstbilişsel düzenleme göstergeleri daha sık gözlenmiştir. Çalışmanın sonuçları, küçük çocukların üstbilişsel düzenleme becerileri ile problem çözme becerileri arasında olumlu ve güçlü bir ilişkinin olduğunu göstermektedir. Küçük çocuklara problem çözme deneyimi yaşatan etkinliklerin onların üstbilişsel düzenlemelerini geliştirmeyi sağlayan yollardan biri olarak ele alınmasının önemi tartışılmıştır.

Investigation of Young Children’s Metacognitive Regulatory Abilities in Mathematical Problem Solving Tasks

The aim of this study is to investigate metacognitive regulatory abilities of young children in mathematical problem solving tasks. To determine young children’s metacognitive regulatory abilities, observational methodology, which provides opportunities to observe children in their natural environment, is conducted. Twenty seven children 15 boys and 12 girls aged between 43 and 73 months participated in this study. The findings show that young children exhibit some metacognitive regulatory abilities i. e. planning, monitoring, control and evaluation during mathematical problem solving tasks. However, indicators of metacognitive regulation, such as setting goals and targets, detecting errors and reviewing on progress are observed more frequently during the tasks. Results of the study show that there is a positive and strong association between problem solving skills and metacognitive regulatory abilities of young children. The idea of using tasks that engage young children in problem solving, is discussed as a means for promoting children's metacognitive regulation

Keywords:

Early childhood education, self-regulation metacognition, problem solving,

PDF

___

Bodrova, E. & Leong, D. J. (2007). Tools of the mind: The Vygotskian Approach to early childhood education (2nd ed.). Columbus, OH: Merrill/Prentice Hall.
Bryce, D., & Whitebread, D. (2012). The development of metacognitive skills: evidence from observational analysis of young children’s behavior during problemsolving. Metacognition and Learning, 7(3), 197–217.
Carr, M., & Jessup, D. L. (1995). Cognitive and metacognitive predictors of mathematics strategy use. Learning and Individual Differences, 7(3), 235–247.
Cavanaugh, J. C., & Borkowski, J. G. (1980). Searching for metamemory-memory connections. A developmental study. Developmental Psychology, 16, 441–453.
Copple, C. (2003). Fostering young children's representation, planning, and reflection: A focus in three current early childhood models. Journal of Applied Developmental Psychology, 24(6), 763–771.
Denham, S. A., Warren-Khot, H. K., Bassett, H. H., Wyatt, T., & Perna, A. (2012). Factor structure of self-regulation in preschoolers: Testing models of a field-based assessment for predicting early school readiness. Journal of Experimental Child Psychology, 111, 386–404.
Desoete, A., Roeyers, H., & Buysse, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34(5), 435–447.
Edwards, C., Gandini, L., & Forman, G. (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. The American Psychologist, 34, 906–911.
Fritz, K., Howie, P., & Kleitman, S. (2010). How do I remember when I got my dog? The structure and development of children's metamemory. Metacognition and Learning, 5(2), 207–28.
Hewett, V. M. (2001). Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29(2), 95–100.
Hinde, E. & Perry, N. (2007). Elementary educators’ application of Jean Piaget’s theories of cognitive development during social studies curriculum debates. The Elementary School Journal, 108(1), 63–79.
Larkin, S. (2006). Collaborative group work and individual development of metacognition in the early years. Research in Science Education, 36 (1), 7–27.
Lucangeli, D., Cornoldi, C., & Tellarini, M. (1998). Metacognition and learning disabilities in mathematics. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (pp. 219–244). Greenwich, CT: JAI Press.
Ministry of Education (MoE) (2012). Okul öncesi eğitim programı. Ankara, Turkey: The Ministry of National Education Publications.
NCTM. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
Oktay, A. (2007). Yasamin sihirli yillari: Okul öncesi dönem. Istanbul: Epsilon Yayincilik. Perels, F.,
Merget-Kullmann, M., Wende, M., Schmitz, B., Buchbinder, C. (2009).
Improving self-regulated learning of preschool children: Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79 (2), 311– 327.
Perry, N. E. (1998). Young children’s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715–729.
Polya, G. (1957). How to solve it: A new mathematical method. New York: Doubleday.
Qualifications and Curriculum Authority (2000). Curriculum guidance for the foundation stage. London: Department for Education and Employment.
Robson, S. (2010). Self-regulation and metacognition in young children's self-initiated play and Reflective Dialogue. International Journal of Early Years Education, 18(3), 227–241.
Teong, S. K. (2003). The effect of metacognitive training on mathematical word‐problem solving. Journal of Computer Assisted Learning, 19(1), 46–55.
Ural, O., & Ramazan, O. (2007). Türkiye’de okul öncesi eğitimin dünü ve bugünü. In S. Özdemir, H.
Bacanlı & M. Sözer (Eds.), Türkiye’de okul öncesi eğitim ve ilköğretim sistemi: temelsorunlar ve çözüm önerileri (pp. 11–61). Ankara: Türk Eğitim Derneği Yayınları.
Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs. In C. Artelt, & B. Moschner (Eds.), Lernstrategien und metakognition: Implikationen für forschung und praxis, (pp. 1–30). Berlin: Waxmann.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006).
Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3–14.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Whitebread, D., Anderson, H., Coltman, P., Page, C., Pino Pasternak, D. & Mehta, S. (2004). Metacognition in 3-5 year olds: evidence from a naturalistic study in British early years educational settings. Proceeding of First Meeting of the EARLI Metacognition Special Interest Group, Amsterdam.
Whitebread, D. & Coltman, P. (2010) Aspects of pedagogy supporting metacognition and mathematical learning in young children; evidence from an observational study.
ZDM The International Journal on Mathematics Education, 42 (2), 163–178.
Whitebread, D., Coltman, P., Pino Pasternak, D., Sangster, C., Grau, V., Bingham, S., et al. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4, 63–85.
Winne, P. H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397–410.
Yıldırım, A. & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.